Kompetencje emocjonalno-społeczne nauczyciela wobec potrzeb współczesnej edukacji

This article concerns the issue of emotional and social competences of a teacher in the face of the needs of contemporary education, in relation to the global situation caused by the spread of the SARS-CoV-2 virus. The state of emergency introduced today is a new context for the changes taking place, challenging every sphere of life, including education. The publication presents reports from selected international and national reports, showing the state of the introduced remote education, which highlighted a multitude of problems for representatives of the school environment. The most important educational problems concern the deteriorating mental condition of pupils and teachers and the crisis in interpersonal relations. Attention was drawn to a neglected area in pedagogy, which is the sphere of emotional and social competences of the student and the teacher, as well as to the necessity of their compulsory inclusion in the problems of research. The article presents the position that school can be an environment for conscious learning of emotions, therefore it is important that teachers have emotional and social competences at an optimal level in order to provide effective support. It is assumed that only emotionally and socially competent teachers can stimulate the development of these competences in pupils. It has been recognised as a new task, challenge and educational need.

Correlates of Social Competences among Polish Adolescents: Physical Activity, Self-Esteem, Participation in Sports and Screen Time

Adolescents’ social competences determine the effectiveness of social functioning. In the long term, a higher level of social competence increases readiness for university and increases the chance of achieving success in a professional career. The primary objective of this study is to examine the association between social competences and self-esteem, physical activity, screen time, and participation in sports among Polish adolescents. 106 adolescents completed the Social Competences Questionnaire (SCQ) and Rosenberg’s Self-Esteem Scale (RSES), as well as selected questions from the Health Behavior in School Aged Children (HBSC). Analysis of the study variables showed a moderate statistically significant relationship between social competences and self-esteem (rs = 0.55, p < 0.001). Statistical analysis also showed that adolescents who engage in moderate and vigorous physical activity (MVPA; ≥5 days/week) have significantly higher levels of social competences than adolescents with lower MVPA (Z = 3.50, p ˂ 0.001). No significant statistical association was found between social competences and screen time, or participation in sport. Hierarchical multiple regression also suggested that higher self-esteem and engaging in moderate and vigorous physical activity is positively associated with higher social competences among adolescents. Adolescents’ social competences are significantly associated with self-esteem and physical activity. The results can help those working with young people with social functioning difficulties in performing effective interventions and shaping policies.

CEMARA: Caring and Empathy Luar Biasa untuk Meningkatkan Kompetensi Sosial Guru Sekolah Luar Biasa

School Teachers for Students with Special-Needs (STSSN) are not only required to have high cognitive abilities, they must also have a higher level of patience and energy when dealing with students with special needs. In fact, some of them have not been able to respond appropriately the uncontrolled behavior of students with various special needs. The goals of CEMARA (Extraordinary Caring and Empathy) training are enhancing the knowledge, communication skills, and social competences of special school teachers. The training process is carried out using experiential learning with four sessions. The first session is orientation session and training contract, the second session is sharing experiences and explaining knowledge about caring skills and empathy, the third session simulates how to communicate effectively in an empathetic manner, the fourth session ends with reflection and evaluation. Seven teachers of MILB YKTM Budi Asih participated as respondents. The results of this training were the emergence of increased knowledge, communication skills and social skills among teachers. They gained new knowledge about caring and empathy, then they practiced problem analysis and positive communication skills when dealing with various special need students. The improvement of teachers’ social competences is shown by the teachers’ feedback at the end of the training

Psychometric Properties of a Norwegian Version of the Social Emotional Assets and Resilience Scales–Child–Short Form

Norwegian schools are obliged to develop students’ social competences. Programs used are School-Wide Positive Behavioral Interventions and Supports (PBIS) or classroom-based aimed to teach students social-emotional ( Social and Emotional Learning [SEL]) skills in a broad sense. Some rating scales have been used to assess the effect of SEL programs on SEL skills. We explored the Norwegian version of the 12-item Social Emotional Assets and Resilience Scales–Child–Short Form (SEARS-C-SF). An exploratory factor analysis (EFA) was performed, proposing a one-factor solution which was confirmed by a confirmatory factor analysis (CFA). The scale reliability of .84 (λ2), means and standard deviations, as well as Tier levels were compared with the original short form. Finally, concurrent, discriminant, and convergent validity with different Strengths and Difficulties Questionnaire (SDQ) subscales were shown.

ANALYSIS OF THE CONNECTIONS BETWEEN LIFELONG LEARNING AND SOCIAL COMPETENCES OF HUMAN RESOURCES

The primary aim of the research was to find out the existence of statistically significant connections between the assessment of the effectiveness of lifelong learning and the identification of social competence by human resources who completed social competence development training and those who did not. The starting point for data collection was the VVOS questionnaire concerning the effectiveness of lifelong learning, and the AKMK questionnaire focused on identifying social competence. The research was conducted on a sample of 211 human resources, of which 118 (55.9%) were women and 93 (44.1%) men aged from 23 to 66 years. Using correlation analysis, we identified statistically significant connections between the factors for assessing the effectiveness of lifelong learning and the factors for identifying the social competence of human resources, who have completed training to develop social competence.

The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

This research arises from the university’s need to contribute to the training of professionals, especially teachers, who, in turn are committed to contribute to a more sustainable and socially just world at the institutions for which they are professionals. In this context, a pedagogical approach emerges to promote the development of the civic and social competences of higher education students’ using the methodology of Service Learning. The aim of this study is to analyse the acquisition and development of the socio-educational commitment and self-efficacy variables of student teachers based on their participation in Service Learning programmes, comparing this with the results of carrying out university volunteering activities. A quantitative correlational study was carried out with preservice teachers (N = 207). The basic hypothesis is that the results would be in favour of the participation in Service Learning activities on the fundamental variables of the study: socio-educational commitment, teaching self-efficacy and self-efficacy in the creation of instructional materials. For this purpose, a specific scale was designed to measure Teachers’ socio-educational commitment with favourable psychometric characteristics. The results show sufficient empirical evidence (p < 0.01) for the development of socio-educational commitment and self-efficacy variables in favour of those who participated in Service Learning programmes.

Early life adoption shows rearing environment supersedes transgenerational effects of paternal stress on aggressive temperament in the offspring

Prenatal experience and transgenerational influences are increasingly recognized as critical for defining the socio-emotional system, through the development of social competences and of their underlying neural circuitries. Here, we used an established rat model of social stress resulting from male partner aggression induced by peripubertal (P28-42) exposure to unpredictable fearful experiences. Using this model, we aimed to first, characterize adult emotionality in terms of the breadth of the socio-emotional symptoms and second, to determine the relative impact of prenatal vs postnatal influences. For this purpose, male offspring of pairs comprising a control or a peripubertally stressed male were cross-fostered at birth and tested at adulthood on a series of socio-emotional tests. In the offspring of peripubertally stressed males, the expected antisocial phenotype was observed, as manifested by increased aggression towards a female partner and a threatening intruder, accompanied by lower sociability. This negative outcome was yet accompanied by better social memory as well as enhanced active coping, based on more swimming and longer latency to immobility in the forced swim test, and less immobility in the shock probe test. Furthermore, the cross-fostering manipulation revealed that these adult behaviors were largely influenced by the post- but not the prenatal environment, an observation contrasting with both pre- and postnatal effects on attacks during juvenile play behavior. Adult aggression, other active coping behaviors, and social memory were determined by the predominance at this developmental stage of postnatal over prenatal influences. Together, our data highlight the relative persistence of early life influences.

Maternal Bonding in Early Infancy Predicts Childrens' Social Competences in Preschool Age

Background: There are many studies on mother-child-bonding with little theoretical doubt that better bonding may have a positive effect on further social development. However, there is hardly any empirical evidence. In particular, there is a lack prospective longitudinal studies.Methods: As part of a longitudinal study, bonding was assessed in a community sample of 97 healthy mothers using the Postpartum Bonding Questionnaire (PBQ) 6 weeks after birth of their child. Social competencies in the offspring were assessed using the Self- and Other-oriented Social Competencies (SOCOMP) at 5.5 years of age. A potential correlation between bonding and social competencies was tested using Spearman Rank Correlation.Results: Retention rate over 5.5 years was 77.23%. Lower Maternal Bonding Impairment Scores 6 weeks postnatally were positively related to childrens' social competences at 5.5 years of age.Conclusion: The present data confirm a positive and long-term influence of bonding on social skills and provide further evidence of the importance of parent child bonding for child development in general. This result should give reason to further investigate this relationship in depth, causally and at later points in time.

Supervisi Proses Pembelajaran pada Sistem Pendidikan Nasional dan Pendidikan Islam

<p class="15bIsiAbstractBInggris">The learning process is a process carried out to change the various potentials possessed by humans into something actual and have clear benefits. There are three main elements that must be present and considered during learning process which are process of planning, implementing, and evaluating. In carrying out the learning process, teachers very often face obstacles that can affect the whole learning process. To overcome this obstacle requires supervision and guidance so that teachers are able to solve learning problems and develop their competences; both are personal, professional and social competences. This research focuses on developing a learning supervision instrument so that it can be a guide for related parties in conducting supervision in order to create a learning process that is better and in accordance with the goals of Islamic education. This research uses qualitative research methods with library research techniques. As the research results, a supervision instrument design containing forty questions was produced which is in accordance with the principles of Islamic education and technical matters that have been described in the regulations of the ministry of education and culture. The design of this supervision instrument contains questions aimed at assessing the entire learning process which includes planning, implementing, and assessing the learning process.</p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Proses pembelajaran merupakan suatu proses yang dilakukan untuk mengubah berbagai potensi yang dimiliki manusia menjadi sesuatu yang aktual dan tampak jelas nilai manfaatnya. Dalam pembelajaran terdapat tiga unsur utama yang harus ada dan diperhatikan yaitu proses perencanaan, pelaksanaan, dan penilaian pembelajaran. Dalam melaksanakan proses pembelajaran, guru sangat sering menghadapi hambatan yang dapat mempengaruhi proses pembelajaran secara keseluruhan. Untuk mengatasi hambatan ini diperlukan adanya usaha supervisi serta pembinaan agar guru mampu menyelesaikan masalah pembelajaran serta mengembangkan kompetensinya baik itu kompetensi personal, profesional, maupun kemasyarakatan. Penelitian ini berfokus pada pengembangan instrumen supervisi pembelajaran agar dapat menjadi sebuah panduan bagi pihak terkait dalam melakukan supervisi agar tercipta proses pembelajaran yang lebih baik dan sesuai dengan tujuan-tujuan pendidikan Islam. Penelitian ini menggunakan metode penelitian kualitatif dengan teknik penelitian pustaka. Dari hasil penelitian yang dilakukan, dihasilkan rancangan instrumen supervisi yang berisikan empat puluh pertanyaan yang sesuai dengan prinsip-prinsip pendidikan Islam, namun tidak terlepas dari hal teknis yang telah dijabarkan dalam peraturan kementerian pendidikan dan kebudayaan. Rancanangan instrumen supervisi ini memuat pertanyaan yang ditujukan untuk menilai keseluruhan proses pembelajaran yang mencakup perencanaan, pelaksanaan, dan penilaian proses pembelajaran.</p>